COURSE OF STUDY 



FOR 



J 




Institutes. 



1878 



ISSUED BY 



JOHN C. ELLIS, 

407 N. Fourth St., St. Louis. 
AGENT FOR IVISON, BLAKEMAN & TAYLOR. 



TOPEKA, KANSAS: 

GEO. W. MARTIN, KANSAS PUBLISHING HOUSE. 

1878. 



COURSE OF STUDY 



FOR 



J 



u 





m 



m 



TES. 



1878. 



K#wAdz> • ^ ^ \SX** 



• 



> 

ISSUED BY 

Allen B. Lemmon, 

STATE SUPERINTENDENT OF PUBLIC INSTRUCTION. 



TOPEKA, KANSAS: 

GEO. W. MARTIN, KANSAS PUBLISHING HOUSE. 

1878. 



*A* 



7 OCT 1905 
D. ofD, 



»• • •♦ • 

* • •• « 
• • • * 






TO COUNTY SUPERINTENDENTS AND TEACHERS. 



The course of study herewith presented is designed for use in the Nor- 
mal Institutes to be held the current year. It is issued early, and put into 
the hands of teachers with the hope that many of them will give these les- 
sons a careful review previous to the opening of their respective institutes. 

As will be noticed, quite a number of the leading teachers in the State 
have contributed material for this pamphlet. In several of the subjects 
treated, two outlines are presented. Each is to be used with the class of 
teachers to which it is best adapted, as may be determined by the County 
Superintendent and the institute conductor. 

The following recommendations are respectfully suggested : 

1. Each institute should be opened with a thorough examination and ju\ 
dicious classification of its members. 

2. Members of normal institutes should not attempt to take more than 
four studies each. 

3. Most of the institute exercises should be held in the forenoon. After- 
noons and evenings should be devoted to study. 

4. A permanent record of the attendance, punctuality, deportment, and 
standing in each class exercise, of every member of the institute, should be 
kept. This record should be placed in the office of the County Superin- 
tendent, where school officers could examine it. 

5. The following form of enrollment slip is recommended : 

ENROLLMENT SLIP. 

Name 

Post-office address 

Age years. 

Number of months taught 

Grade of last certificate 

Number of institutes attended 

Number of normal institutes attended 

Note. — Inclose one dollar and this "slip," giving the information suggested, in an 
envelope, and hand the same to the County Superintendent. 

The expense of publishing this pamphlet is borne by advertisers, whose 
names appear in the appendix. 



INSTITUTE PROGRAMME. 



FORENOON SESSION. 

Time. First Section. Second Section. 

From 8:00 to 8:45. .._... .Didactics Didactics. 

From 8:45 to 9:30 Orthography and Reading Arithmetic. 

From 9:35 to 10:20 Arithmetic English. 

From 10:25 to 11:10 English U. S. History, Physiology. 

From 11:15 to 12:00 Geography Agricultural Geology. 

From 12:05 to 12:50 Book-Keeping Book-Keeping. 

AFTERNOON SESSION. 
From 4:00 to 5:00 Writing and Drawing Writing and Drawing. 



COURSE 'OF STUDY. 



ORTHOEPY AND ORTHOGRAPHY. 

(FROM LAST YEAR'S COURSE.) 



FIRST WEEK. 

First Day. — The sounds of a, e and i, and the diacritical marks of these 
letters, as given in Webster's Academic or Unabridged Dictionary. 

Second Day. — The sounds and diacritical marks of o, oo, u and y, and the 
dipthongal sounds. 

Third Day. — The subvocal sounds and their notations. 

Fourth Day. — The aspirate sounds of our language, and their notations. 

Note. — In preparing these lessons, the members of the class should select a list of 
words containing the sounds to be considered at each recitation. At least three ex- 
amples should be selected for each sound, and the pronunciation of the words of the 
lists should be indicated by the use of the proper marks. The recitation should con- 
sist of drills in the elementary sounds of our language, by individual members of the 
class and by the entire class in concert, spelling by sounds, the representation of the 
proper pronunciation of words by writing upon slates, paper or blackboards, the char- 
acters that represent the sounds of which the words are composed. 

Fifth Day. — Eeview the week's work. Phonetic spelling of words, to be 
selected by the teacher. 

The organs of speech. Name, location, description and functions of each. 

SECOND WEEK. 

Sixth Day. — The consonant sounds of our language to be classified wnh 
reference to their obstruction by the organs of speech into labials, dentals, 
palatals, gutturals, linguo-dentals, linguo-nasals, etc. Exercise in describ- 
ing the sounds of five words, to be suggested by the teacher. 

Seventh Day— -Classification of words based on the number of syllables 
they contain, and their formation. Names of syllables, from the position 
they occupy in words. Accent. Orthographic parsing of the following 
words, to be written : Through, condition, called, and advice. 

Model — Man is a simple, primitive monosyllable. Spelled orthograph- 
ally (naming the letters), m, a, n, and phonically (enunciating the sounds), 
m, a, n — m is a consonant, subvocal, labial ; a is a vowel, short sound ; n is 
a consonant, subvocal, palato-nasal. 

Eighth Day. — Define primitive and derivative words, prefix, root and 
suffix. Give the meaning of each of the following prefixes, viz. : a, be, co 

(5) 



or con, dis, en or em, fore, in or im, pre, re, super, and un. Prepare a list of 
derivative words containing three examples of the use of each of the above 
prefixes. 

Ninth Day. — Give the meaning and five examples of the use of each of 
the following suffixes, viz.: able or ible, age, al, ar or ard, an or ian, ary, dom, 
en, er in nouns, ery, Jul, fy or ify, ous, ship, and y. 

Tenth Day. — Rules for spelling. Give the rule applicable in the forma- 
tion of each of the following words: Purity, judgment, brutalize, forcible, 
fencing, remittance, beginner, robber, pitiless, peaceable. 



READING. 



BY PROF. A. W. SMITH, LAWRENCE. 



THIRD WEEK. 

Eleventh Day. 

A succinct, comprehensive talk from the teacher upon the anatomy, 
physiology and hygiene of (a) body and brain; (6) the physiology and 
function of every organ contributing to vocalization and speech ; (c) sharp 
class-drill in marching, sitting, standing, management of feet, trunk, chest, 
shoulders, arms, and head, ending with book-holding. Criticisms encour- 
aged here, as throughout. 

Twelfth Day. 

1. Breathing drill: Inhale through nostrils tranquilly, thoroughly ; ex- 
hale slowly, rapidly, effusively, expulsively, explosively, in whisper, pure 
tone, orotund, with coughing, gasping, seizing, and intermittent styles. 

2. Mark a few long vowels upon the black-board, place the aspirate h 
before them, and give a laughing exercise; commence moderate, and carry 
it as far as possible. 

3. Upon a full breath, let long o be sounded, as much prolonged as pos- 
sible, and in every phase of expression. Prefix h, and repeat. 

4. Definitions. Define language — natural, artificial, spoken, written; 
elocution — reading, vocal, silent, sentential, oratorical; physical culture, 
vocal culture, orthoepy and its subdivisions — articulation, syllabication, 
and accent. 

5. Define and classify oral elements and their literal representatives. 
Let the class make copious notes. 

Thirteenth Day. 

1. Drill on position, breathing and vocalization, employing the more 
resonant tonics, and delivering the voice at imagined targets, at varying 
distances. 



2. Explain and discuss with the class the modes of teaching reading — 
i.e., alphabet, word, sentence, phonetic and phonic methods, and their com- 
bination. Illustrate the phonic and word methods combined. 

3. Exhibit the diacritical marks of Webster — first, with the long vowels; 
second, the short vowels; third, the occasional vowels; and last, the single 
and double consonant markings. 

4. Drill on phonic analysis and spelling. 

Fourteenth Day. 

1. Place long e, a and long oo at the angles of a triangle, and sound 
them, much prolonged, in varied tone, with great force, tension of the or- 
gans engaged, and exaggerated facial expression. Prefix h, and repeat. 
Well separated at first, finally run the sounds together. 

2. Whisper, cough, and shout the short tonics. 

3. Renew drill on phonic spelling, analysis and marking. 

4. Articulation: Rules for "a," "an," "the;" for "x," and long "u" and 
"u." Present examples liberally of difficult consonant combinations and 
endings. Explain cognates and their tendencies. 

5. Take up syllabication. 

6. Take up accent, primary, secondary, syllabic, rythmical, prosodial. 

Fifteenth Day. 

1. Drill on position, breathing and vocalization. 

2. Examine on breathing apparatus, voice, and speech organs. 

3. Recapitulate definitions, and encourage pertinent discussion. 

4. Review diacritical marks, phonic analysis, and spelling. 

5. Let class copy and memorize Monroe's nine capital points in reading, 
viz. : Position, breathing, book-holding, eye and mind ahead of the tongue, 
think the thoughts and feel the emotions of the author, make yourself 
heard, felt and understood, listen to others, and study. 

FOURTH WEEK. 

Sixteenth Day. 

1. The elements of expression should now be presented systematically 
and consecutively, and the class kept drilling on appropriate examples. 
The following is merely suggestive : * 

1. Form. Effusive, expulsive, explosive. 

2. Emphasis. Absolute, antithetic, impassioned, unimpassioned, arbitrary. 

3. Inflection. Rising, falling, circumflex. ^ 

Seventeenth Day. 

1. Pitch. High, middle, low. 

2. Quality. Which may be divided first into pure and impure tone; pure 
tone into ordinary pure tone and overtone. Impure tone includes all tones 
modified by aspiration. 

3. Movement. Fast, moderate, and slow. 

•Not only here, but throughout the whole course, the teacher should be lavish of 
examples, and the class earnest in practice. 



— . 4. Force or Energy. Loud, moderate, and subdued. 

Eighteenth Day. 
1. Stress. Radical, vanishing, medium, thorough, compound, intermit- 
tent; 2. Slur, 3. Monotone, 4. Personation, 5. Imitation, 6. Transition, 
7. Semitone, 8. Pause. 

Nineteenth Day. 

1. Individual reading, from previously-assigned selections. Criticisms. 

2. Rostrum matters. The bow; gestures may be reduced to four, viz.: 
supine hand, prone hand, index finger, and clenched fist, 

3. Class routine, from seats to recitation and back, discussed and digested. 

4. Questions submitted, discussed and answered. 

Twentieth Day. 
General review, declamations, and concert reading. 



THE ENGLISH LANGUAGE. 



BY PROF. M. L. WARD, MANHATTAN. 



FIRST WEEK. 

First Day. 
What is language? Use of language. The relation of thought and lan- 
guage. Kinds of language — sign, spoken, written. Why should language 
be taught in our public schools ? 

Second Day. 

The English language — its origin; its component elements; the principal 

causes which have made it what it is; its peculiar characteristics. 

Note. — These topics are presented first, to stimulate thought, and to incite investi- 
gation. The whole suhject can be discussed in a few lectures. 

Third Day. 
The articulate sounds of the English language. Their classification. 
The vocals, and their notation. Lists of words illustrating the different 
vocal sounds. 

Fourth Day. 
The subvocals and aspirates — their notation. Spelling of words — first 
phonetically, then by pronouncing the letters. 

Note. — The object aimed at in this exercise is to correct indistinct or imperfect 
enunciation. Children grow up without learning how to properly use their organs of 
speech. Teachers should learn how to drill in phonetics. Let there be a thorough drill 
in the elemental sounds, and afterwards in the more difficult combinations. These 
sounds should be considered as entirely distinct from the characters which represent 
them. In spelling words phonetically, commence with short monosyllables, gradually 
taking up words of greater length. The class may be drilled in concert. Not more than 
fifteen minutes should be given to an exercise. In this connection, the organs of speech 
should be studied — the names, location ami functions of each. 



9 

Fifth Day. 
The alphabet — classification of the letters: 1. Vowels, consonants; 
2. Subdivisions — mutes, semi-vowels, liquids, etc. Laws which regulate 
the substitution of one letter for another. Assimilation. The different 
forms of the letters. 

SECOND WEEK. 

Sixth Day. 
Words — their classification: 1. As to number of syllables; syllabication. 
2. As to form, primitive and derivative. Meaning of root — prefix and 
suffix. Study list of principal prefixes.* 

Seventh Day. 
Study list of principal suffixes, and their meaning. From the English 
primitives, live, press, and set, form thirty derivatives, defining each by 
analysis. 

Eighth Day. 
Eules for spelling derivative words: 1. Final e; 2. Final y; 3. Final con- 
sonant. These rules should be thoroughly understood ; also the principal 
exceptions. Give several examples under each rule, taking up only one 
rule at a time. 

Ninth Day. 

Remark. — Archbishop Trench states that about sixty per cent, of the words of the 
English language are derived from the Saxon, thirty per cent, from the Latin, five per 
cent, from the Greek, and the remaining five per cent, from miscellaneous sources. 
The study of root words is both interesting and profitable. The meaning of the root 
word will often throw a flood of light upon the meaning of the English word. A 
knowledge of a score or so of Saxon and Latin roots, and a few roots from the Greek, 
is of great advantage. The Latin and Greek numerals up to ten should be learned. Aa 
a rule, Latin roots are more fruitful than either the Saxon or Greek. Here are three 
examples of Latin roots: 1. Fero (to bear or carry), roots fer., lat.; 2,-MUio (to send), roots 
mit., miss.; 3. Lego (to choose, also to read,) roots leg., led. 

Form ten derivatives from each of these Latin root words, noting the 
changes of letters in combination of prefixes and roots. 

Tenth Day. 
Synonyms — why so abundant in the English language? Why is the 
study of synonyms important? Examples: instruct, educate; gentle, tame; 
discover, invent; courage, intrepidity, bravery, fortitude, gallantry, valor. 
Write sentences illustrating the proper use of these words, and other syno- 
nyms. 

THIRD WEEK. 

Eleventh Day. 

Classification of words according to their use. The parts of speech. 

Distinguish them at sight. 

Note. — The basis of this classification should be thoroughly understood. It depends 
entirely upon the office of the word in a sentence. The properties of the various parts 
of speech should not be taken up until the otfice of each is comprehended. 

*See Swinton's word analysis for prefixes and suffixes. 



10 

Twelfth Day. 

The noun. Classification of changes in the form of noun — (a) to denote 
number; (6) to denote possession. Ex. (a) sin. boy, plu. boys; ex. (6) boy's 
boys 1 . Rules for forming plural of nouns. Rules for writing possessive case. 
General rule. Write the noun denoting possession as it is correctly spoken ; 
in singular nouns, and in plurals not ending in s, placing the apostrophe 
before the final s. 

Thirteenth Day. 

The verb. Changes in the form of verb to denote (a) past or com- 
pleted action; (6) agreement with the subject; (c) name of action or condi- 
tion. Illustration: 1. Study, (o) studied, (6) studies; second singular — 
studiest, (c) studying. 2. Go, (a) went, gone, (b) goes; second singular — 
goest, went'st, (c) going. Distinction between regular and irregular verbs ; 
transitive and intransitive. 

Note. — The study of the verb in English becomes very easy, if the above changes 
only are noted. Of course the verb to be is to be treated as an exception. Why should 
the English verb be made to fill up the etymological form which fits the Latin verb? 

Fourteenth Day. 
Adjective and adverb — office and properties of each compared. Deriva- 
tion of adjectives from nouns; of adverbs from adjectives. Change of form 
to denote comparison. Position in sentence. 

Fifteenth Day. 
The pronoun — classification. Changes of form. Rule for agreement of 
pronouns with subject. The principles of agreement and government 
should be thoroughly discussed in connection with pronouns. 

FJOURTH week. 

Sixteenth Day. 

The remaining parts of speech — conjunctions, prepositions, interjections, 
expletives, or words of euphony. The correct use of conjunctions, prepo- 
tions, etc. These are more profitably studied under sentence-building. 

Seventeenth Day. 

Sentences. Classification (a) as to use — declarative, interrogative, ex- 
clamatory, imperative; (6) as to form — simple, complex, compound. The 
essential parts of a sentence. Subject — its various forms; predicate — its 
various forms. 

Eighteenth Day. 

Sentence-building — the relative positions of the subject, predicate, and 
their modifiers in the various kinds of sentences. How is clearness secured? 
How emphasis? Strength? Harmony? Study sentences that illustrate 
each of these points. Reconstruct others that are faulty. 

Nineteenth Day. 
Rules for use of capital letters. Rules for punctuation. 
Notk. — These principles should be taught from the outset. 



11 

Twentieth Day. 
Correct the errors in the following sentences, and state the principles of 
our language violated in each case: 1. It is him. 2. Every scholar should 
be in their place. 3. Did you take that book to the library which I loaned 
you? 4. When will the curtain rise up? She sets by the open window, 
enjoying the scene that lays out before her. 6. Can I speak to you? 7. 1 
intended to have called. 8. What will I write about? 9. It was requested 
that no person would leave his seat. 10. Now, boys, I want every one of 
you to decide for themselves. 11. He had ought to see him. 12. I guess 
that I will stop. 



ENGLISH GRAMMAR. 



BY PROF. E. MILLER, LAWRENCE. 



N. B. — The following outline is intended to call attention to the essential principles 
of the science, and to get rid of the rubbish that at present weighs down the whole 
•ubject. 

FIRST WEEK. 

First Day. — 1. Various kinds and uses of words; 2. Sentence; 3. Kinds 
of sentence; 4. Parts of the sentence — subject and predicate; 5. Bare sub- 
ject, and subject modified; 6. Bare predicate, and predicate modified. 

Second Day. — 1. Substantive words, phrases and clauses, each fully and 
appropriately illustrated ; 2. Interrogative and imperative sentences. 

Third Day. — 1. Inflection of words ; 2. Changes of form of words ; 3. Num- 
ber; 4. Person and gender; 5. Possessive case; 6. Object and objective case; 
7. Declension; 8. Tense; 9. Conjugation; 10. Government and agreement; 
11. Comparison of adjectives; 12. Comparison of adverbs; 13. Methods of 
inflection; 14. Uninflected words. 

N. B. — The work of the third day is the inflection of words, as mapped out above. 

Fourth Day. — 1. Nouns: definition and uses; 2. Classes; 3. Inflection, as 
to declension, gender, number, compound nouns, case, and formation of 
possessive case ; 4. Other parts of speech used as nouns. 

Fifth Day. — Beview so as to secure the development of principles. 

SECOND WEEK. 

Sixth Day. — 1. Pronouns: definition and uses ; 2. Classes; 3. Inflection, as 
to declension, person, number, gender, and case ; 4. Simple and compound ; 
6. Relative and antecedent. 

Seventh Day. — 1. Adjectives: definition and uses; 2. Quality; 3. Pro- 
nominal; 4. Numeral; 5. Articles; 6. Inflection and comparison. 

Eighth Day. — 1. Verbs: definition and uses; 2. Transitive and intransi- 
tive; 3. Inflection for person and number, tense and mode; 4. Conjugation 
and synopsis. 

Ninth Day. — 1. Emphatic verb forms; 2. Progressive ; 3. Distinction of 
shall and will; 4. A clear concept of the subjunctive. 

Tenth Day. — Review. 



12 



THIRD WEEK. 

Eleventh Day. — 1. Adverbs; 2. Uses; 3. Classes; 4. Comparison ; 5. Phrases; 
6. Prepositions; 7. Uses; 8. Constructions ; 9. Phrases. 

Twelfth Day. — 1. Conjunctions; 2. Uses; 3. Coordinates and subordinates ; 
4. Interjections; 5. Uses; 6. Words used as interjections. 

Thirteenth Day. — Construct the following outline for the analysis of sen- 
tences, (a) from sentences themselves, and (6) apply it in the analysis of 
others: 

► 

w 

w 
O 

CO 

I 
% 

H 
W 

o 






fe 



a 53: 




^ 



CO t-S J-* CO tO ►-» 

HHOOOOO 

<t> i-j £5 p^J «£ ^, 

33325* ?> 



Fourteenth Day. — 1. Differentiation of complex sentences; 2. With one 
dependent clause; 3. With more than one dependent clause; 4. Compound- 
complex sentences. 

Fifteenth Day. — A continuation of complex sentences, and a review. 



13 



FOURTH WEEK. 

Sixteenth Day. — 1. Adjective phrases; 2. Adverbial phrases; 3. Substan- 
tive phrases; 4. Adjective, Adverbial and Substantive clauses. (These 
should be fully and clearly illustrated.) 

Seventeenth Day. — Analyze, giving to every element its appropriate name, 
the following: 1. "When the fit was on him, I did mark how he did shake." 
2. "Although the wound soon healed again, yet, as he ran, he yelled for 
pain." 

Eighteenth Day. — 1. Examples in false syntax, and a clear statement of 
principles violated; 2. Use of capital letters; 3. Letter- writing ; 4. Provin- 
cialisms ; 5. Bills, notes, etc. 

Nineteenth Day. — 1. Syntax of the verb; 2. A concise statement and ap- 
plication of the principles of punctuation. 

Twentieth Day. — General review and examination. 



INDUSTRIAL DRAWING. 



BY PROF. S. A. FELTER, TOPEKA. 



FIRST WEEK. 

First Day. 

1. Define a one-space horizontal line. Define a one-space vertical line. De- 
fine a primary erect square. Give an illustration of each. 

2. Draw primary erect squares on the alternate squares of the alternate 
rows of drawing paper, or of the "check card" of drawing tablets.* 

Second Day. 

1. Define a primary diagonal. Define a primary diagonal square. Give 
an illustration of each. 

2. Draw a series of primary erect squares, that may be connected at the 
corners by primary diagonals. 

Third Day. 

1. Define a two-space diagonal; a three-space diagonal. Give an illustration. 

2. Draw a design having for its center a primary erect square, adding, 
symmetrically, primary erect squares, connected by one or two -space 
diagonals. 

Fourth Day. 

1. Define a right angle. Define an acute angle. Define an obtuse angle. 
Give an illustration of each. 

2. Draw a figure composed of right, obtuse and acute angles; point out 
and name the lines which compose it. 

*See Felter's Drawing Tablets. 



14 

Fifth Day. 
Define a rhombus. Draw a rhombus, using two-space diagonals. Draw a 
rhombus, using three-space diagonals. Draw a figure, using for a center a 
rhombus formed of two-space diagonals, adding, symmetrically, lines and 
angles, ad libitum. 

SECOND WEEK. 

Sixth Day. 

1. Define a circle. Define a one-space vertical curve. Define a one-space 
horizontal curve. Define a one -space diagonal curve. Define a iwo-spac« 
diagonal curve. • Give an illustration of each. 

2. Draw a figure having for its center a circle formed of diagonal curves 
adding, symmetrically, straight and curved lines, ad libitum. 

Seventh Day. 

1. Define a cube. Draw a cubical block, in cabinet perspective,"* the 
length of which is twice the diameter of the end. Divide the same into 
two cubes. 

2. Draw a cubical figure, using as a scale the space of one primary erect 
square as one inch, and a primary diagonal as two inches; and give dimen- 
sions. 

3. Draw a series of cubical blocks, using the same scale, and give the 
dimensions. 

4. Using the same scale, draw a cubical block two inches thick, one inch 
wide, and four inches long. 

. Eighth Day. 

Draw a pile of blocks or bricks representing masonry, and give th» 
dimensions. Draw a cubical box. 

Ninth Day. 

1. Define a cylinder. Draw a cylinder in a primary erect square, one 
inch high and one inch in diameter. In the same manner, draw a cylinder, 
in a diagonal square, of twice the above dimensions. 

Tenth Day. 

1. Draw the outline of the ground plan of a school house, giving dimen- 
sions. 

2. Draw an elevation of the same building, giving dimensions for exam- 
ination. 



*6ee Wllleon's Drawing Guide. 



15 
PENMANSHIP. 



BY PROF. S. A. FELTER, TOPEKA. 
THIRD WEEK. 

Eleventh Day. 

Give drill of the principles, using a primary erect square of the " check 
card" of the drawing tablet as a space. 

Principle No. 1. — A diagonal drawn from the upper right-hand corner 
of a primary erect square to the center of the base, is called a primary stroke. 

Principle No. 2. — A diagonal curve drawn to the opposite corners of a 
primary erect square, curving to the right, is called a right one-space curve. 

Principle No. 3. — A diagonal curve drawn to the opposite corners of a 

primary erect square, curving to the left, is called a left one-space curve. 

Note. — When the curve is drawn from a corner to the ceDter of the base of the ad- 
joining square on either side, the curve is called a right or left space-and-a-half curve. 

Principle No. 4. — The stem loop of the h is called the ascending loop. 
Principle No. 5. — The stem loop of the y is called the descending loop. 

Twelfth Day. 
Give principles, spacing and construction of i, u, n, and m. 

Thirteenth Day. 
Give principles, spacing and construction of r, w, and o. 

Fourteenth Day. 
Give principles, spacing and construction of a, c, and e. 

Fifteenth Day. 
Give principles, spacing and construction of r, s, and z. 



FOURTH WEEK. 

Sixteenth Day. 
Give principles, spacing and construction of t, d, and p, using double- 
ruled paper, or the "double-ruled tablet card." 

Seventeenth Day. 
Give principles, spacing and construction of I, b, h, and k. 

Eighteenth Day. 
Give principles, spacing and construction of j, y, g, q, /, and «. 

Nineteenth Day. 
Give principles, spacing and construction of capital letters. 

Twentieth Day. 
Prepare a specimen of writing for examination. 



16 
POLITICAL GEOGRAPHY. 



BY PROF. I. C. SCOTT, ATCHISON. 



FIRST WEEK. 

Races: 

Caucasian. Mongolian. African. Malay. Indian. 

Study each race by the following topics — one race per day: 

I. Physical Characteristics. 
II. Kepresentative Types. 

III. Numbers. 

IV. Country they Inhabit. 

V. Occupations. 1. Agriculture; 2. Manufacturing; 3. Mining; 

4. Lumbering; 5. Fisheries; 6. Commerce; 7. Professions. 
VI. Physical Needs. 1. Food — (a) animal, (b) vegetable, (c) inor- 
ganic; 2. Clothing — (a) animal, (b) vegetable, (c) mineral; 
3. Shelter. 
VII. Internal Improvements. 1. Kailways; 2. Canals; 3. Naviga- 
tion on lakes and rivers. 
Vni. Education. 1. Higher institutions; 2. Common and high schools. 
IX. Government. 1. Legislative branch; 2. Executive department; 

3. The judiciary; 4. Local. 

X. Religion. 

XI. History. 1. Early history; 2. Subsequent growth, and distinguished 
men. 

Sixth Day. 

I. Nations. 1. Transitory character of nations; 2. Analogy between 
individuals and nations: 3. Changes in individuals; 4. Changes 
in nations; 5. Progress of nations. 
II. Influence of Climate. 1. On plants; 2. On men; 3. On nations; 

4. Varieties of American climate. 

Seventh Day. 
I. Emigration. 1. Cause of emigration; 2. Principles of emigration ; 
3. Changes by emigration; 4. Effect of emigration; 5. Cause of 
emigration to the United States. 

Eighth Day. 

I. Political Effect. 1. Of polygamy; 2. Of negro slavery; 3. Of 
the American Indians upon the whites. 

Ninth Day. 
I. Principles of Education. 1. Classical institutions; 2. Common 
schools; 3. Pulpit; 4. Press; 5. Extinction of superstition by 
education; 6. Moral and intellectual progress; 7. Effect of the 
civil war on education; 8. American education compared with 
that of other nations. 



17 

Tenth Day. 

I. Map -Drawing. Map of Kansas, locating — 1. Five principal 
cities; 2. Five principal railroads; 3. Five principal rivers; 
4. Wheat belt ; 5. Coal and lead regions ; 6. Any places noted 
in Kansas history. 
II. Map of North America. 

III. Map of South America. 

IV. Map of Europe. 

Draw by mathematical lines, the eye, or in any manner which is easiest 
to the teacher; but be able to teach the method used to the pupils in the 
common schools. 



MATHEMATICAL AND PHYSICAL GEOGRAPHY. 



BY PROF. WM. WHEELER, OTTAWA. 



THIRD WEEK. 

Eleventh Day. 
The Earth as a Planet. 

I. Its position in the solar system: 1. With relation to other planets; 
2. Distance from the sun. 
II. Its shape: 1. Approximate — spherical, proofs; 2. Exact, oblate 
spheroid. 

III. Its size: 1. Diameter — equatorial, polar, mean; 2. Circumference — 

measurement. 

IV. Its motions: 1. Diurnal; 2. Annual. 

V. Inclination of axis : 1. Lines and divisions dependent — (a) Tropics ; 
(b) Polar circles; (c) Zones. 

Twelfth Day. 
Physical Elements of the Earth — Land, Water, Air. 

LAND. 

I. Classes: continents, islands. 1. Distinction in size; 2. Distinction 
in structure. 
II. Continents: 1. Order of size; 2. Grouping in pairs. 

III. Configuration: 1. Common fundamental figure; 2. Irregularities. 

IV. Islands: 1. Classes — continental, oceanic; 2. Formation. 

Thirteenth Day. 
Surface, or Beliefs. 

I. Basis of measurement, level of sea. 

II. Belief forms: 1. In mass — (a) Plains, (6) Plateaus; 2. Linear 

elevations — (a) Mountains, (b) hills. 

III. Plains: 1. Extent of plains; 2. Geographical position of plains 

(examples) ; 3. Importance. 

IV. Plateaus : 1. Situation ; 2. Elevation ; 3. Importance. 

2 



18 

Fourteenth Day. 

V. Mountains: 1. Formation — (a) By folding, (6) By fracture; 2. Moun- 
tain chains; 3. Systems. 
VI. Valleys: 1. Formation — (a) Among mountain chains, (b) In plains, 
(c) On mountain slopes. 
VII. Common features of continents: 1. Primary highlands; 2. Second- 
ary highlands; 3. Central depression. 

Fifteenth Day. 
The Sea — Size, Character, Uses. 

I. Oceans: 1. Extent; 2. Basins; 3. Depth; 4. Configuration. 
II. Coast waters: 1. Inland seas; 2. Border seas; 3. Gulfs and bays; 
4. Connecting waters. 
III. Oceanic movements : 1 .Waves — (a)Causes, (b) Extent; 2. Tides — 
(a) Causes, (6) Recurrence, (c) Direction of tide wave; 3. Gen- 
eral currents — equatorial, polar, return. 



FOURTH WEEK. 
Sixteenth Day. 

Continental Waters — Source, Classes. 

I. Springs: 1. Formation; 2. Location. 
II. Rivers: 1. Formation; 2. Constant features ; 3. Occasional features ; 
4. River basins; 5. River systems; 6. Water-shed ; 7. Uses. 
III. Lakes: 1. Mountain lakes — (a) Character; 2. Lakes in plains — 
(a) Character, (6) Connection of streams; 3. Salt lakes — causes; 
4. Distribution of lakes. 

Seventeenth Day. 
The Air. 

I. Its composition and properties. 
II. Winds: 1. Constant, trade winds — causes; 2. Periodic, monsoons, 
sea breeze, etc.; 3. Variable winds — causes. 

III. Humidity: 1. Source; 2. Capacity; 3. Condensation — (a) Dew, 

frost, fog, clouds, rain, snow, hail. 

IV. Electricity of atmosphere: 1. Source; 2. Phenomena. 

Eighteenth Day. 
Climate. 

I. Distribution of heat; 1. General law; 2. Modifications of law — 
(a) General winds, (6) Sea winds, (c) Elevation. 
II. Influence of inclination of earth's axis: 1. Change of seasons; 
2. Variation in length of day and night. 
II T. Climatic zones: Location, character. 



19 

Nineteenth Day. 
Distribution of Eain. 

I. Laws of distribution: 1. Rainfall decreases as latitude increases — 
why? 2. Rainfall decreases with distance from sea — why? 
II. Modifying circumstances: 1. Influence of relief; 2. Nature of soil; 
3. Vegetation. 
III. Rainless regions — causes. 

Twentieth Day. 
Physical Geography of North America. 

I. Position: Extent; form; outline; coast line; projections; indenta- 
tions; islands. 
II. Relief: 1. Pacific highland — (a) Structure, (b) Elevation ; 2. Atlan- 
tic highland — (a) Structure, (6) Elevation ; 3. Central plain — 
(a) Surface ; (6) Divisions. 

III. Drainage: 1. How determined; 2. River systems. 

IV. Climate: 1. Temperature; 2. Moisture; 3. Winds. 
V. Distribution of plants and animals. 



ARITHMETIC. 



BY PROF. H. C. SPEER, JUNCTION- CITY. 



General Note. — The topics are arranged in rules, the idea being to secure a distinct 
impression of the force and operation of the principles of arithmetic; (1) in notation 
and numeration, (2) in addition, (3) in subtraction, (4) in multiplication, and (5) in 
division of numbers in all their ordinary forms and applications. 

FIRST WEEK. 

General Formula of Discussion. — 1. Necessary terms explained; 2. Principles stated and 
illustrated; 3. The standard unit described; 4. Names and relations of the orders (in- 
volving, in compound denominate numbers, a drill on the tables); o. Practice in read- 
ing, writing, and analyzing illustrative numbers (including in compound numbers, 
reduction, ascending and descending). 

First Day. — Notation and numeration of integers and decimals. 

Second Day. — Review. Notation and numeration of U. S. money and of 
metric linear measure, mastered, and compared. 

Third Day. — Notation and numeration of the metric system completed. 
General review of the decimal notation. 

Fourth Day. — Notation and numeration of compound denominate num- 
bers. Reduction of denominate numbers, written in the decimal scale, 
compared with that of other denominate numbers. 

Fifth Day. — Terms, principles, and methods, of factoring; greatest com- 
mon divisor ; least common multiple. Notation, numeration, and reduction 



20 

of. common fractions. Common fractions reduced to decimals, and decimals 
to common fractions. 

SECOND WEEK. 

Sixth Day. — Addition : ( 1 ) terms ; ( 2 ) principles ; ( 3 ) methods. Illus- 
trative examples in addition of integers and decimals, U. S. money and the 
metric numbers. Subtraction treated in the same way. 

Seventh Day. — Addition and subtraction of compound denominate num- 
bers: terms, principles and methods. 

Eighth Day. — Addition and subtraction of common fractions: terms, 
principles, and methods. Find best method for each of these forms: (1) 
Numerators unity, | + 1 and | — | ; ( 2 ) Numerators the same, f + A ana> 
f — ^ T ; (3) Denominators relatively prime, f + xV ana " f — A; (4) De- 
nominators having a common factor, T 3 ¥ -\- ^ 5 T and T 3 ¥ — ^ 5 T ; ( 5 ) One fraction 
reducible to the denomination of the other, fH-/ T ; (6) Several frac- 
tions, l + f— f-fA; (7) Mixed numbers, 23f + 15|, 25f — 9 T |; 27+f, 
28|— 13|. 

Ninth Day. — Addition and subtraction of fractions completed : applica- 
tion in denominate numbers. 

Tenth Day. — Multiplication : terms, principles, and methods. Integers 
and decimals: the denomination of the product of any order by units, by 
tens and by tenths, by hundreds and by hundredths ; of any order by any 
order. Examples analyzed in abstract numbers, U. S. money, and metric 
numbers. 

THIRD WEEK. 

Eleventh Day. — Multiplication of compound numbers. Illustrative ex- 
amples analyzed in several tables. Process compared with multiplication 
of decimals. 

Twelfth Day. — Multiplication of common fractions : ( 1 ) To multiply a 
fraction ; ( 2 ) To multiply by a fraction. Find and explain the shortest 
method for these illustrative forms: (1) T 3 ¥ X7; (2) f X7; (3)^X8; 
(4)25|X8; (5)15X4; (6)15XA; (7)16X*J (8)5XA; (9) 
295AX*; (10) 713* X 231. 

Thirteenth Day. — Division : terms, principles, and methods. Integers and 
decimals: the denomination of the quotient of any order by units, by tens 
and by tenths, by hundreds and by hundreths; of any order by any order. 
Examples analyzed in abstract number^, U. S. money, and metric numbers. 

Fourteenth Day. — Division of compound numbers. Illustrative examples 
analyzed in several tables. Process compared with division of decimal 
numbers. 

Fifteenth Day. — Division of common fractions: ( 1 ) To divide a fraction ; 
( 2 ) To divide by a fraction. Find and explain shortest method for these 
illustrative forms: (1) tfM-2j (2) J-s-4; (3) if -f- 8 ; (4) 16-*-f (5) 
22-*-ttJ (6)48^£; (7) »-•-*; (8) 227f^-12; (9)227f-*-J; (10) 

227f ■+■ 8f 

FOURTH WEEK. 

Sixteenth Day. — Factoring applied in cancellation. Prepare and present 



21 

illustrative problems involving the several classes of numbers, abstract and 
denominate. 

Seventeenth Day. — Reduction, addition, subtraction, multiplication, and 
division of denominate fractions, common and decimal, reviewed. 

Eighteenth Day. — General review of the fundamental rules in the decimal 
scale, including U. S. money and metric measures. Contrast with same 
operations applied to compound numbers. How to introduce the metric 
measures. 

Note. — Assign five examples in notation and numeration, and five each in addition, 
subtraction, multiplication, division, and reduction, to be presented next day, with 
written solutions. These examples should include all the classes of numbers. 

Nineteenth Day. — Examination and discussion of the solutions prepared. 
The standing of members should be recorded, based on the number of cor- 
rect solutions. Explanation of difficulties. 

Twentieth Day. — How to teach arithmetic: first lessons; best classes of 
exercises for drills in each rule; order of presenting the subjects of arith- 
metic; the use of books; value and methods of mental exercises; what 
constitutes a good knowledge of arithmetic; value and place of analysis; 
how to secure accuracy and rapidity in computing. 



ARITHMETIC— SECOND COURSE. 



BY CHANCELLOR JAMES MARVIN, D. D., LAWRENCE. 



Suggestions.— All exercises designed to illus'trate principles should be simple and 
direct. Time for presenting these principles should never be wasted over curious or 
exceptional applications. First fix the principle, then try the exceptional method of 
solution by it, at a proper time. Pupils are frequently fatigued and confused by an 
injudicious multiplication of rules. Text-books on written arithmetic subject to this 
criticism are too abundant. The instructors in our Institutes should most carefully 
discriminate between technical forms and leading principles, and in favor of the latter. 
Examples for further illustration and drill may be found in any arithmetic. "Test 
Examples," such as Hagar's or Ray's, are admirably adapted for Institute work. Some 
of the illustrative examples on percentage are taken in whole or in part from Hagar's 
book. The number of lessons assigned ( twenty) precludes the introduction of many 
topics which some teachers would like to consider. The selections have been made 
with direct reference to the average public school. Exceptionally good classes will be 
able to add to the number of topics here indicated, and it is hoped that all may be able 
to go beyond the simple solutions required in these examples, to the more complicated 
problems found in the higher text-books. 

FIRST WEEK. 

First Day. 
Review factors and factoring — whole numbers. 

Second Day. 
Review factors and factoring — decimals. 



22 

Third Day. 
Define percentage, and apply the principles of factors to the following 
problems : 

1. P. and R. given — find I. and A. 

2. P. and I. given — find R. and A. 

3. I. and R. given — find P. and A. 

4. A. and P. given — find I. and R. 

[Note. — P.= Initial quantity or principal; R.=rate per hundred. 
I.= percentage on principal, and A.= amount.] 

Solve and analyze the following: 

1. Find 12| % of 9144 rods. 

2. 1143 rods is VL\ % of how many rods? 

3. 1143 rods is what per cent, of 9144 rods? 

4. 10287 rods is 12| % added to how many rods? 

Fourth Day. 
Apply the same principles to computing simple interest, introducing T. 
to represent time, and explain rules. 
Solve and analyze the following: 

1. Find interest on $420 at 7 % for 3 years and 4 months, and give the 
amount. 

2. Interest on $420 for 3 years and 4 months is $98. What is the rate 
per cent.? 

3. Interest on $420 at 1% is $98. What is the time? 

4. Find the principal which will produce $98 interest in 3 years and 
4 months at 7 % . 

5. Given the amount — $518, rate 7%, time 3 years and 4 months — find 
principal and interest. 

Fifth Day. 

Discuss difference between simple, annual and compound interest. 
Find each of the three kinds of interest on $645, for 5 years at 8 % . 

SECOND WEEK. 

Sixth Day. 
Compute present worth of obligations to pay at future date. 

1. Find present worth of $781.50, due 7 months and 6 days hence, rate 
of interest 7 % , and give the discount. 

2. Discount $781.50 at 1 % from the face, and compare the proceeds with 
present worth in the preceding example. 

Seventh Day. 
Compute, by "United States rule," value of obligation due on which 
several partial payments have been made. 

Face of obligation, $850; date, May 10, 1874; rate, 1%. Indorsements: 
July 19, 1875, $150; April 1, 1876, $48; March 10, 1877, $265. Required 
balance due May 10, 1878. 

Eighth Day. 
Equate the time for the payment of several obligations due at different 
times. Problems: 



23 

1. Bills of goods bought February 2d, 1878, are payable as follows: 
$750 March 30th, $120 May 1st, $640 June 15th. At what date should all 
be made payable in one bill ? 

2. Bills of purchase of grain are made as follows : Feb. 1st, 1878, 850 b. 
wheat, 90 cents, to be paid in 60 days; Feb. 10th, 1878, 128 b. corn, 40 cents, 
to be paid in 90 days; Feb. 15th, 1000 b. wheat, 95 cents, to be paid in 90 
days; 28th, 720 b. corn, 42 cents, to be paid in 20 days? Make the whole 
amount payable at one date. 

Ninth Day. 
Discuss assessment of taxes ; duties and values' of stocks. 

Tenth Day. 
Discuss insurance — fire, accident and life. 

PROBLEM. 

Policy, $2,500; rate 1-|- %, for 2 years. At the expiration of 5 years and 
6 months, the property is damaged by fire 60 % . What remains of the 
award after deducting amount of premiums at 10 %, from time of payment 
of each to date of damage? 



THIRD WEEK. 

Eleventh Day. 
Discuss ratio and proportion. 

PROBLEMS. 

1. What is the ratio of 15 meters to 60 meters? Of 60 meters to 15 
meters? Reduction and ratio: Of 9 decimeters to 18 dekameters? Reduce 
the same to feet, and give the ratio. 

2. Antecedents, 7, 10 and 18; consequents, 5, 21 and 24: what is the final 
ratio? 

3. A stone-mason lays 95 c. m. of Avail for $33.55. At the same rate, 
what will 19 c. M. cost? 

4. If 18 men construct 9,000 meters of wall in 15 days, how many meters 
will 12 men construct in 20 days ? 

Twelfth Day. 
Discuss principles of partnership. 

PROBLEMS. 

1. A., B. and C. commence business as a firm with stock in trade valued 
respectively at $2,000, $3,000, and $4,000. At the close of one year, they 
have cash $2,700, stock sells for $4,750, accounts for $4,250, "good will" 
for $600. What is each one's share in the proceeds? 

2. A. commences business with a certain capital. At the end of eight 
months, he receives B. with an equal capital, and at the close of the year 
they receive C. with a capital equal to both of the others. At the close of 
the second year, C. takes the entire business, paying A. and B. their re- 
spective shares of stock and proportion of profits? What does each receive 
from a gain of $6,400? 



24 

Thirteenth Day. 
Measurement of areas as rectangles, triangles, parallelograms and circles. 

PROBLEMS. 

1. Area of a rectangle, 8 by 1-2 meters? 

2. Area of triangle — base 20 feet, altitude 8 feet? 

3. Area of circle whose circumference is 44 meters? 

Fourteenth Day. 
Powers of numbers, whole and fractional. Analysis of squares. 
1. Square 48=(40-|-8) 2 = 40 2 +2X40X8+S 2 = 2304. 

Fifteenth Day. 
Analysis of squares, and square root to three places of whole numbers. 

FOURTH WEEK. 

Sixteenth Day. 
Square root of common and decimal fractions. 

PROBLEMS. 

1. Square root of 2304? 

2. Square of 32 — approximate to three decimals? 

Seventeenth Day. 
Formation and analysis of cubes, or third powers. 

PROBLEM. 

Cube4S = (40 + 8) 3 =40 3 + 3X40 2 X8 + 3X40X8 2 +8 8 =110592. 

Eighteenth Day. 
Cube root of whole numbers and decimals. 

PROBLEMS. 

1. Cube root of 110592? 

2. Cube root of 32 — approximate to three decimals? 

Nineteenth Day. 
Review lessons from one to ten, inclusive. 

Twentieth Day. 
Review lessons from eleven to eighteen, inclusive. 



BOOK-KEEPING. 



BY PROF. S. A. FELTER, TOPEKA. 



FIRST WEEK. 



First Day. 

1. Arrange a set of items in the form of a receipted bill. 

2. Arrange a set of debit and credit items in the form of the statement 
of an account. 



25 

Second Day. 

1. Define cash and merchandise. Give the entry prefix to a "debit" item; 
to a "credit" item. Define the balance of an account. Give rule for bal- 
ancing an account. Define a cash account. 

2. Arrange a set of debit and credit cash transactions in the form of a 
cash account, and balance the same. 

Third Day. 

1. Define a merchandise account. Give the rule for recording merchandise 
transactions in a merchandise account. 

2. Arrange a set of merchandise transactions in a merchandise account, 
and balance the same. 

Fourth Day. 
Arrange a set of cash and merchandise transactions in the form of a cash 
and a merchandise account, to illustrate book-keeping by double entry, and 

balance each. 

Fifth Day. 

1. Define profit, loss, and illustrate how found. 

2. Arrange a series of merchandise transactions, to illustrate profit or loss. 

SECOND WEEK. 

Sixth Day. 
Define capital, stock or investment. Illustrate by an example. Define a 
liability; a resource, net capital or stock. Give the rule for opening a capital 
or stock account. 

Seventh Day. 
Arrange a series of cash and merchandise transactions, to illustrate the 
closing of profit or loss into capital. 

Eighth Day. 

1. Define inventory. Illustrate by an example. 

2. Arrange a series of cash and merchandise transactions, making the 
inventory balance the merchandise account. 

Ninth Day. 

1. Illustrate the meaning of a statement of resources and liabilities. 

2. Arrange a series of cash and merchandise transactions to illustrate the 
method of closing accounts, and of making a statement of resources and 
liabilities. 

Tenth Day. 

1. Define a personal account. Give the rule for entering business trans- 
actions in a personal account. 

2. Arrange a set of merchandise transactions to illustrate a merchandise 
and a personal account, and balance each. 

THIRD WEEK. 

Eleventh Day. 
Define a special account. Give an illustration by arranging a set of trans- 
actions with reference to determining the profit or loss on a field of corn. 



26 

Twelfth Day. 

Arrange a set of cash, merchandise, and personal business transactions in 
a set of accounts, consisting of a capital, a cash, a merchandise, and a per- 
sonal account ; balance each, and close profit or loss into capital, and make 
a statement of resources and liabilities. 

Thirteenth Day. 

1. Define an expense account. How does an expense account differ from 
a merchandise account? | 

2. Arrange a set of accounts containing an expense account. 

Fourteenth Day. 

Define an order. What is meant by "accepting" an order? Give rules 
for entering orders in personal accounts. 

Fifteenth Day. 

1. Define a bill receivable; a bill payable. Give rule for entering "bills" 
in their appropriate accounts. 

2. Illustrate by set of accounts. 



FOURTH WEEK. 

Sixteenth Day. 

Explain the form of the farmer's and mechanic's memorandum book or 
day-book ledger. Illustrate the method of entry. 

Seventeenth Day. 

Define a ledger. Explain the method of posting. What is meant by a 
check mark? Define a trial balance. Define a day book. 

Eighteenth Day. 

Arrange a set of business transactions in a day book, and post the same 
to a ledger, and make a trial balance. 

Nineteenth Day. 
Give the difference between single and double entry. Define the following 
accounts: Stock, capital or investment, cash, merchandise, real estate, interest, 
special merchandise accounts, expense, profit, loss, and personal accounts, bills 
receivable, and bills payable. 

Twentieth Day. 

Give the names and uses of the different books used in recording busi- 
ness transactions. 



27 
UNITED STATES HISTORY. 



BY PROF. P. J. WILLIAMS, OTTAWA. 



FIRST WEEK. 

First Day. 

Discoverers. A few of the more important Spanish, English, French 
and Dutch discoverers should be given; their objects in these explorations; 
the difficulties they encountered ; some of the principal incidents in their 
voyages, and the results. Of course, great emphasis should be laid upon 
the greatest of all discoverers — Columbus. We would suggest that special 
attention be given to the discoveries of the following: De Leon, Balboa, 
Fernandez, Magellan, Cortez, Pizarro, De Soto, Verrazani, Cartier, Eibaut, 
Du Monts, Champlain, Cabot, Drake, Raleigh, and Hudson. 

Second and Third Days. 
Settlements of the thirteen Colonies, after the following general plan : 
I. Origin. 1. Time; 2. Place; 3. Nationality; 4. Cause. 
II. Government. 1. Chartered; 2. Proprietary; 3. Royal. 
III. Incidents. 

Fourth and Fifth Days. 

Inter-Colonial Wars. Queen Anne's, King George's, King William's, 
and French-and-Indian war, should be discussed, after the following plan : 
I. Origin. 1. Time ; 2. Place ; 3. Causes, both foreign and domestic. 
II. Parties Engaged. 

III. Incidents. 

IV. Result. 

SECOND WEEK. 

Sixth and Seventh Days. 

Revolutionary War. — During the first day should be discussed: 
1. Causes, both remote and immediate; 2. Parties engaged; 3. Preliminary 
battles; 4. History of Declaration of Independence; 5. Actions of Congress. 

During the second day : 1. History of the distinguished men, with their 
marked excellences and defects of character, with ten of the most import- 
ant battles, under the following general plan: (a) Time; (b) Place, with a 
map of the battle-ground, showing the advantages or disadvantages of the 
location to each party; (c) Incidents; (d) Results. 

Eighth Day. 
The salient points of each Administration to 1860, including the ques- 
tions which gave rise to the different political parties, history of the gov- 
ernment, causes of the war with Great Britain in 1812, and of the war with 
Mexico in 1845, including the principal battles of each war, the most dis- 
tinguished characters engaged in them, and the results. 



28 



Ninth Day. 

The Civil War. As clear a view as possible should be given of the great 
causes which gave rise to this war; the inauguration of President Lincoln; 
the secession of the different Southern States, and the immediate cause of 
the war; the discussion of various battles, after the plan stated above — as 
of Bull Run, Chan cell orsville, Gettysburg, Antietam, Wilderness, Chat- 
tanooga, Petersburg, and especially Sherman's celebrated march to the sea, 
with his achievements. Results should be given in full. 

Tenth Day. 

A clear view should be given of the condition of our forefathers — their 
manner of living, methods of travel, manufactures, mode of cultivating 
the soil, and a general survey of those inventions which have so distin- 
guished us as a people, and made us the most enlightened of nations. 

A rapid survey should be taken of a few of our oldest institutions of 
learning; also, the history of that school system which exists in most States, 
and which has for its aim the education of the children in the fundamental 
branches. 

Acquisitions of territory made by the United States, with an outline 
map showing the extent of each acquisition, should be emphasized. 



DIDACTICS. 



BY PROF. JOHN WHEREELL, 
Priticipal Leavenworth Stale Normal School. 



FIRST WEEK. 

First Day. — How we learn: analysis and synthesis. Term method: 
meaning of, use of. Method and manner: differentiated and explained. 
System, teach, instruct, educate : differentiated and explained. Methods : 
kinds, foundation of. Principle and method : differentiated and explained. 

Note. — During the daily lessons, some important questions will undoubtedly be 
suggested to many of tbe members of the class. These questions should be handed to 
the instructor in writing, and the most important questions should be answered by the 
instructor before commencing the lesson of the next day. 

Second Day. — Recapitulation of first day's work. Perception and con- 
ception: differentiated and explained. Learning to^read: act of analyzed, 
senses employed in, different methods of analysis of the principles of each 
method. 



Classification op 1 
Different Methods J 



According \ 
to logic, j 



According to 
the senses. 



Analytical .. < Sentence. 

I Word. 
Synthetical.] gfi&g*- 1 - 
^ Phonetic. 

Those based primarily ~j ("Sentence. 

on sight, and second- >< Word. 

arily on sound. J (^ Alphabetical. 

Those based primarily ^ r p non s c 

on sound, and second- H Pbonet \ c . 

arily on sight. ) l 



29 

Note. — The class should have daily practice in analyzing different methods or ways 
of teaching the several subjects and parts of a subject. Several different ways of 
teaching a subject should be presented to the class by those members of the Institute 
who have had experience in teaching. Each way should be analyzed by the class, and 
the advantages and defects of each pointed out. 

READING. 
Third Day. — General laws of all methods of instruction. Reading by 
sight, by sound, by calling words only. Reading as an art, for information 
or ideas. Methods of reading : virtues of, vices of. Methods of teaching 
the reading of ideas, the development of comprehension in reading. Re- 
garding the mental capacity of children in reading. 

Note. — For the benefit of teachers of limited experience, a practical course of in- 
struction in reading for the first ten months of a child's school life should be given to 
the institute. The course should be made out by weeks for the first three months of 
the course, and by months for the remaining seven. 

Fourth Day. — How much to be given in reading. Course of instruction 
for second ten months. Tabulation of principal faults to be avoided in 
order to secure good reading in the first and second readers. Examination 
of readers. Number of 'words in each of the leading series by pages — 
points to be observed. The advantages and disadvantages of the card sys- 
tem, charts, mechanical devices, and other appliances used in teaching 
reading. What is meant by good reading? How to criticise reading. 

Fifth Day. — Primary writing and printing: uses of, abuses of. Writing: 
when to commence, methods, etc. Use and abuse of analysis, counting, etc. 
Observations on ruling slates, keeping pencils sharp, position, etc. Tabu- 
lation of the points to cultivate and to avoid in order to secure good writing. 
When children should use the pen, different views on, etc. 

Note. — 1. A course of instruction in primary writing by weeks for twelve months 
should be given to the Institute. The instructor should, if possible, provide himself 
with a number of specimens of children's writing, so that the members of the Institute 
can gain some idea of the progress children can make in a given time. 2. Methods of 
teaching penmanship should be practically illustrated by the instructor of the class 
in penmanship. 

SECOND WEEK. 

Sixth Day. — Objective and subjective arithmetic. Methods of arithmetic : 
addition method, addition and subtraction method, Grube's method — differ- 
entiated, illustrated and explained. The merits and defects of each method 
illustrated and explained. A comparative course of instruction in arith- 
metic, by months, in the different methods for beginners, for the first ten 
months, should be given the class. 

Seventh Day. — Methods of arithmetic: by sight, by sound — illustrated 
and explained. Arithmetic: abstract and concrete, mechanical and com- 
prehensive, analytical and synthetical — differentiated, illustrated and ex- 
plained. Terms analysis, explanation, steps or analysis by statements, 
technically explained and illustrated. Use and abuse of mental arithmetic 
in schools. A comparative course of instruction in arithmetic, by months, 
in the different methods, for the second ten months of a child's school life. 

Eighth Day. — Relative importance of sight and sound methods. Use and 



30 

abuse of tables in addition, subtraction, etc. Different ways of teaching 
addition and subtraction: by sight, by sound. Multiplication table: differ- 
ent plans of teaching it by sight. Tabulation of the points to be carefully 
cultivated and those to be avoided in teaching addition, subtraction and 
multiplication table. Different relations in arithmetic: how applied, ana- 
lytically and synthetically. 

Ninth Day. — Short division : different ways of teaching it. Long divi- 
sion : different views of presenting the subject. Tabulation of the points 
to be observed in teaching short, and long division. Which first — common 
fractions or compound numbers. Teaching fractions objectively, syntheti- 
cally, analytically. When children should begin to reason: different views 
on. When a class is doing good work: different standard of percentage to 
be attained. Use and value of graded examples. The number of exam- 
ples to be given. Formulated arithmetic: value of, etc. Objective plan of 
illustrating the extraction of square and cube root by kernels of corn, little 
stones, etc. 

LANGUAGE LESSONS. 

Tenth Day. — Language lessons and grammar — differentiated and ex- 
plained. Language lessons: oral and written — illustrated. Thinking in 
writing and speaking — differentiated, illustrated and explained. When, 
where and how each should commence. How much or what can be done 
in a given time. Course of instruction in language lessons by months, for 
the first three years. Observations on the present tendency of extremes. 

Note. — The instructor should exhibit, if possible, specimens of children's work in 
language, such as sentences, description of pictures, letters, etc. 

THIRD WEEK. 
ENGLISH GRAMMAR. 

Eleventh Day. — The value and place of technical English grammar in 
schools. Methods of teaching grammar: through our ears, through our 
eyes. Observations on the parts of grammar dependent on memory, de- 
pendent on reason or common sense. The analytical and synthetical meth- 
ods of teaching grammar compared, explained, illustrated, etc. The best 
method of grammar for our district schools. Why. Course of instruction 
in grammar by months, for ten months, for beginners. 

Twelfth Day. — The value and place of analysis, parsing, diagraming, etc* 
Value of false syntax; when exercises should be given in it. The analyti- 
cal methoo) briefly outlined and adapted. How grammar should be adapted 
to our daily wants, illustrated, etc. Difference between an idea and the 
term expressing that idea, confusion of ideas on, etc. How the memory 
should be exercised in grammar, illustrated, etc. Faults in teaching to be 
avoided. Course of instruction in grammar by months, from the tenth to 
twentieth month inclusive. 

GEOGRAPHY. 

Thirteenth Day. — Use and abuse of the study of geography. Its place in 
the school -room. What pupils should learn. What pupils should not 



31 

learn. Outline of a course of study for ten months. Map drawing: use 
and abuse, of different systems of. Outline method of map drawing, use of 
construction lines. Belief map building. Importance of learning places 
relatively. Different methods or systems of geography. How much and 
when physical, historical, ethnological, commercial and other kinds of 
geography should be taken in the school-room. Different plans of con- 
ducting a class in geography. 

SPELLING. 

Fourteenth Day. — Different methods of spelling. Analysis of the value 
of the sound and sight methods. Various ways of conducting oral spelling, 
written spelling. Analysis of the merits of the different plans of spelling. 
How much spelling, how many, and what kind of words in spelling. Spell- 
ing adapted to the age and capacity of the child. Time to be devoted to 
spelling. List of words or a course in spelling for twenty months. 

ORGANIZATION OF THE SCHOOL. 

Fifteenth Day. — Laws of organization. Meaning and scope of the term 
law as applied to didactics. The organization of the school should be based 
on laws and principles. Why. Laws of organization given to class, illus- 
trated and explained. Ideal organization : its relation to the real organiza- 
tion. Type, meaning and scope of the word, uses of. A typical organization, 
use of. Gradation of district schools. 

Note. — The instructor should present a typical recitation programme to the class, 
which should be based on the laws of organization and classification, and should contain 
all of those studies prescribed by law. The class should make a thorough study of the 
programme. 

FOURTH WEEK. 

Sixteenth Day. — The explanation of the typical recitation programme, 
together with the answering of objections made by the class, and a discus- 
sion of the same, will be sufficient for one lesson. All of the common troubles 
having a tendency to disorganize a school, such as different books, want of 
books, etc., should be practically considered. 

Seventeenth Day. — Members of the institute should make out a statement 
of the actual condition of their last schools, as they found or left them. 
These schools should be organized, and practical, working programmes 
should be made out by the institute, and criticised. 

THE RECITATION. 

Eighteenth Day. — The principal object of the recitation in the primary 
classes, in the intermediate and grammar classes. Preparation for the reci- 
tation, by the class, by the teacher. Different plans of preparing work 
Use and abuse of writing lessons for recitation. How to control the recita- 
tion, different plans of. Use and abuse of drill. How to drill and what 
to drill in. Use and abuse of explanation. Review of the Pestalozzian 
principles. 

Nineteenth Day. — Art of questioning: kinds of questions, different ways 
of putting questions to a class. Questioning for drill, questioning to de- 



32 

velop thought. Developing methods, manner of questioning in. Illustra- 
tive method, manner of questioning in. Principles of combining questions 
and explanation. 

GOVERNMENT. 

Twentieth Day. — Laws and principles of government. Common and 
statutory rules, difference of each explained. Enumeration of rules which 
are as common law in the school-room. Ways of controlling whispering, 
going out, getting drinks, laziness, inattention, restlessness, etc. Theory of 
punishment. Moral suasion : what it is, how to use it. Philosophy of cor- 
poral punishment, use and atAise of it. 

Note.— The instructors in drawing, botany, entomology, geology, mathematical and 
physical geography should give hints and make observations in their classes on the 
best methods of teaching these subjects. 



;tutes hi 



te. 



Chalfant. 



Salary. 



all 



$60 00 



10 00 



20 00 



Murphy, 
leming... 



ille.. 
ma., 



10 00 



All 
All 

C. 
C. 
PJ 

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J.J 

C. ] 

J. 1 

All 



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vro- 
tion, 



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Mrs 

Pro 

J. IV 

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All< 

J. C 

C.I 

W. 

Alia! 



Pev 
Alle 1 
Hor 
Rev 
Rev 
Alle 
Dr., 
W. ] 



00 
00 
00 
00 
00 
00 
00 

00 
00 
00 
00 
0Q 
00 
00 



Rev. 
Alle 
Judf 
Prof 



Rev. 



G. W 

Alle: 
Alle 
Edw 



T. L 
C. R. 
Allei 
Prof. 
C. R. 
Prof. 
Allei 
R. B 
R. B 
J. P. 



INSTITUTE FUND. 



County 
appro- 
priation 



$50 00 
54 00 
50 00 
38 75 
50 00 
25 00 



75 00 
9 25 



Paid for 
instruc- 
tion. 



25 00 

72 60 

50 00 

100 00 

100 00 

100 00 

47 95 



75 00 
75 00 
75 00 
25 00 
53 40 



75 00 
100 00 



64 35 
50*00 



60 00 
'27*83" 



50 00 
36 00 



80 00 



50 00 



60 00 
46 25 



25 00 

45 00 

100 00 



$175 00 
210 00 
140 00 
191 00 
250 00 

210 00 
215 00 
155 00 
150 00 
205 00 
190 00 

164 00 
220 00 

63 00 
226 00 
175 00 
200 00 
260 00 
380 00 
195 00 
100 00 
225 00 
230 00 
200 00 
178 00 
250 00 
140 00 
250 00 
220 00 
205 00 
100 00 
275 00 

211 45 
100 00 
258 00 
130 00 
280 95 
146 00 
220 00 
250 00 
200 00 
211 00 

40 00 
175 00 
100 00 

165 00 
220 00 



Orders 
issued to 
sundries 



120 00 
120 00 
163 00 
180 00 
199 00 
100 00 
129 54 
161 50 
192 00 
145 00 
201 00 
90 00 



$24 95 
16 00 
70 00 
28 75 
18 00 

39 75 
23 55 

5 65 
50 00 
13 00 
21 35 

5 25 
21 45 
18 85 
64 05 

13 43 
45 65 

42 75 
53 30 

7 95 
16 50 
47 60 

43 10 
18 15 
31 21 
58 56 

14 29 

40 00 



Total 
amount 
received. 



44 40 
12 00 
70 35 
25 75 



4 00 
67 50 

4 50 
30 21 
32 05 
24 20 
56 08 
13 05 
66 90 



7 00 
20 00 



5 50 



33 06 
27 35 
57 71 
47 50 
13 50 
8 75 
132 00 
27 80 



$220 00 
255 70 

219 00 

220 00 
286 00 
249 75 
295 00 
177 00 
200 00 

221 00 
252 00 
169 25 
283 00 
196 00 
308 60 
181 00 
292 00 
314 00 
463 00 
202 95 
127 00 
29-2 00 
300 00 
278 00 

232 00 
311 00 
165 40 
352 00 
359 00 
306 00 
114 00 
374 35 
238 00 
206 00 

233 00 
173 00 
420 00 
159 00 
386 00 
256 00 
268 00 
266 08 
118 00 
224 00 

95 00 
228 00 
241 00 



Total 
amount 
paid out, 



150 00 
136 00 
163 00 
193 00 
297 00 
132 00 
187 25 
209 00 
271 00 
190 00 
334 00 
141 00 



$199 95 
226 00 
210 00 

219 75 
268 00 
249 75 
238 55 
160 65 
200 00 
218 00 
210 65 
169 25 
241 45 

81 85 
290 05 
188 43 
245 65 
302 75 
433 30 
202 95 
116 50 
272 60 
283 10 
218 15 
209 21 
308 56 
154 29 
290 00 

220 00 

249 40 
112 00 
345 35 
237 20 
147 45 
258 00 
134 00 
348 45 
150 50 

250 21 
282 05 
224 20 
266 08 

53 05 
241 90 
100 00 
172 00 
240 00 



Balance 
on hand. 



$20 05 

29 70 

9 00 

25 

18 00 



56 45 
16 35 



3 00 
41 35 



41 55 

114 15 

18 55 



120 00 
125 50 
163 00 
188 00 
232 06 
127 35 
187 25 
209 00 
205 50 
153 75 
333 00 
117 80 



46 35 
11 25 
29 70 

To 50 

19 40 
16 90 
59 85 
22 79 

2 44 

11 11 

62 00 

139 00 

56 60 

2 00 

29 00 

80 

58 55 



39 00 

71 55 

8 50 

135 79 



43 80 



64 95 



56 00 
1 00 



30 00 
10 50 



5 00 
64 94 



65 50 

36 25 

1 00 

23 20 



Deficit 



$7 43 



25 00 



26 05 



17 90 
5 00 



4 65 





















REPORT OF COUNTY FORMAT, 


INSTITUTES HELD IK KANSAS DURING THE 


TEAJR 1877. 


































IPAere Add. 


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A.W.Smith 


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P w Bnllett 


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Miss May Upton 


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Allen B. Lemmnn, Prof. Quaekenbos 


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J. H. Middaugb 

MisaV. Liggett. 






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Wyandotte-.."!!™! 


l"ij. Kelligs*." 


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Joshua Koblosoo 

H. Quick 

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Miss Nancy Bailey ".'".'. 
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MaySbBW 

J.D.Walters .'."."" 


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J.B.Hoover 

E. A. Moody 


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Supt. Olive E. Stout..... 
Supt A.T Biggs 


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R.C. Kerr 


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m 00 83 03 1 m 00 | 382 M '^ 


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tedgwick.'"!!:'.;" 


19 L. A. Thomas.. 


A .' OriiVe'r, j'r""!".' ZZ. 
Supt-W. E. Rlchey 

Miss Anna Reii';;! '.'.'."' 


DariuB ill ungerVord 
'&mu'ei"Wiflb'ard".'.'.'.V.'.'.'.' 


10 00 


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l'ortiTShermao 


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' J."W. Ric'baid'a'on '.;!.'.'.'.' 


::=:: 


Supt. John P.Jones.... 

'j!'e.'McGB6.'.!"!!!"!!!!!! 


■"io'oo" 






K 11 Bryan, K V:ir. Hyatt . ....' 

J. P. Rout, Dr. Josbua. Tbornc, Rev. P. MtVicar, D. D., Rev. K. M. Tunnell, I 




Is 


§| |s 





ATTENTION! ATTENTION! 



The attention of teachers is respectfully called to the following popular 
Text-Books, and to the introductory and exchange prices annexed, at 
which prices we will supply them to classes or schools when desired for 
first introduction, express charges prepaid by us. 

To teachers connected with the Kansas Normal Institutes, and to others 

who desire them for examination, with a view to introduction, we will send 

specimen copies by mail, post paid, on receipt of the exchange price, as 

given below. Where no exchange price is given, the introductory price 

will apply : 

Introductory Exchange 
Prices. Prices. 

Bryant & Stratton's Common-School Book-Keeping $0.67 $0.50 

Blanks to same, per set of five 65 

Cathcart's Literary Reader (an excellent introduction to 

the study of literature) 96 , 65 

Dana's Geological Story (unrivalled as an elementary work) 96 65 

Eliot & Storer's Elementary Manual of Chemistry 96 65 

Gray's How Plants Grow (for beginners in the study of 

botany) 67 50 

Gray's School and Field Book of Botany (for more ad- 
vanced classes) 1.50 1.08 

Gray's Botanist's Microscope, 3-lens (for field use) 2.25 

Hitchcock's Anatomy and Physiology 96 70 

Kerl's Shorter Course in English Grammar 45 35 

Kerl's Compositionand Rhetoric 75 55 

New Graded Reader, No. 1 15 11 

No. 2 24 18 

" No. 3 33 25 

" " No. 4 42 31 

No. 5 71 53 

(The above series complete in five books. They are unexcelled in 
point of adaptability to school use by any other series.) 

Robinson's First Book Arithmetic 29 23 

Robinson's Complete Arithmetic 83 63 

(Complete in two books, handsomely bound in cloth.) 

Robinson's Elementary Algebra (leather) 90 65 

Robinson's Complete Algebra (cloth) 1.20 88 

Spencerian Copy Books, per dozen .•... 1.12 

Spencerian Copy Books, shorter course, per dozen 80 

Spencerian Tracing Books, per dozen 80 

Swinton's Speller 15 11 

Swinton's Condensed U. S. History 75 55 

Swinton's Outlines— World's History 1.20 88 

Swinton's Elementary Geography 67 50 

Swinton's Complete Geography 1.08 80 

Townsend's Shorter Course in Civil Government 60 45 

Webster's Academic Dictionary 1.55 

Full Descriptive or Introductory Catalogues of all our publications will 
be sent upon application. All correspondence with which you may favor 
us will receive prompt and careful attention. 

IVISON, BLAKEMAN, TAYLOR & CO., 

Publishers American Educational Series. 
Address : 

JOHN O. ELLIS, General Agent, 

407 North Fourth St., St. Louis, Mo. 



TO TEACHERS AND SCHOOL OFFICERS. 



If you wish to get the best books for your schools, send for "THE 
POPULAE SERIES," consisting of 



Monroe's Readers and Spellers, 

Hagar's Arithmetics, 

Greene's Grammars, 

Warren's Geographies, 

Berard's History of the United States, 



Monroe's Vocal Training, 
Monroe's Primary Reading Charts, 
Apgar's Map Drawing Book, 
Warren's Political and Outline Ch'rts, 
Warren's Physical and Outline Ch'rts. 



Notice of Recommendation by State Superintendent. 

Office Superintendent of Public Instruction,) 
Topeka, May 24, 1877. / 
L. D. Dobbs — Dear Sir: I have placed Monroe's Readers and Spellers and Hagar's 
Arithmetics on the list of books recommended by me for the schools of this State. 

Very respectfully, ALLEN B. LEMMON, State Superintendent. 



MONROE'S PHYSICAL AND VOCAL TRAINING 

Is specially indorsed by the State Superintendent as an Institute reader, 
and, with Monroe's Readers, is the only book published that is perfectly 
adapted to this course of study. Copies for the 1878 Institutes for sale, 
at greatly reduced prices. 

These books are either entirely new or recently revised, and are fresh, 
original, thoroughly up to the times, and specially adapted to the improved 
methods of instruction which now prevail in the best schools. They are 
in very general use in all parts of the United States, and their sale and 
introduction in Kansas, during the past year, has been unprecedented. 
We are proud of the fact, that 

THEY ARE LIKED BEST BY THE BEST TEACHERS. 

Upon the liberal terms offered for first introduction, and in exchange 
for other books in use, it will be more economical to introduce these new 
books than to continue to use the old ones, which must soon be replaced 
by new books at full prices. 

Do not change any Text-Books without first examining our recent 
publications. Copies for examination will be sent, prepaid, on receipt of 
the exchange price, which will be refunded if the books are adopted, or 
returned to us. Our new reduced price list and specimen pages sent free 
of charge. 

Correspondence is earnestly solicited. 

COWPERTHWAIT & CO., Educational Publishers, 

628 & 630 Chestnut St., Philadelphia. 

Western Agent: FRANCIS S. BELDEN, 

25 Washington Street, Chicago, 111. 

L. D. DOBBS, Agent, Lawrence, Kansas. 



THE NEW NATIONAL SERIES 



— OF- 



SCHOOL BOOKS, 

i 

CONSISTING OF 

THE INDEPENDENT HEADERS AND SPELLERS, 

MONTEITH'S INDEPENDENT GEOGRAPHIES, 
PECK'S ARITHMETICS, 

BARNES' BRIEF U. S. HISTORY, 
STEELE'S FOURTEEN WEEKS' COURSE IN SCIENCE, 

CLARK'S GRAMMARS, 

WOOD'S BOTANY, 

Will be mailed for examination, with a view to introduction, on receipt 
of the following rates : 

Independent Primary Reader lOcts 

Independent Second Reader 20cts 

Independent Third Reader 30cts 

Independent Fourth Reader 45cts 

Independent Fifth Reader 55cts 

Independent Script Speller lOcts 

Independent Speller lOcts 

Monteith's Independent Elementary Geography 35cts 

Monteith's Independent Comprehensive Geography 65cts 

Peck's First Lessons in Arithmetic lOcts 

Peck's Manual of Practical Arithmetic 20cts 

Peck's Complete Arithmetic 40cts 

Peck's Manual of Algebra 75cts 

Peck's Manual of Geometry 75cts 

Peck's Practical Calculus 85cts 

Peck's Analytical Geometry 85cts 

Peck's Elementary Mechanics ! $1 00 

Clark's Brief Grammar 25cts 

Clark's Normal Grammar 45cts 

One copy of either Steele's Physiology, Zoology, Philosophy, Chem- 
istry, Astronomy, or Geology 70cts 

Steele's Key to all his Work's $1 00 

Barnes' Brief United States History 60cts 

Barnes' Brief History of France 60cts 

Wood's Object Lessons in Botany 65cts 

Wood's Botanist and Florist $1 20 

Wood's Class Book 1 65 

Ask for Catalogue of Teachers' Library and Introductory Price List. 
Address 

F. D. HUNT, 

Leavenworth, Eas. 



ECLECTIC EDUCATIONAL SERIES. 



Fresh, Progressive, Practical, Popular. 



THE BEST BOOKS AT THE LOWEST PRICES. 

The new and standard text-books of the Eclectic Educational 
Series are published in attractive and durable style, and are furnished at 
the lowest practicable prices. 

The Eclectic Educational Series represents the most recent and popular 
advances in educational methods; the authors are practical teachers of ac- 
knowledged ability and of large and varied experience; and the books 
stand the test of the school room, as evidenced by their long-continued use 
where adopted. The Eclectic Series includes — 



McGufTey's Headers and Speller. 
Ray's New Arithmetics. 
Ray's New Algebras. 
Ray's Higher Mathematics. 
Harvey's Language Lessons. 
Harvey's English Grammars. 
Holbrook's Normal Series of Gram- 
mars. 
Eclectic Series of Geographies. 
Eclectic System of Penmanship. 
Venable's United States History. 
Thalheimer's General History. 
Thalheimer's Historical Series. 
Brown's Physiology and Hygiene. 
Norton's Physics and Nat.Philos'phy. 
Kidd's Elocution and Rhet. Reader. 



Harvey's Graded School Readers. 
White's Graded School Arithmetics. 
Schuyler's Complete Algebra. 
Schuyler's Elements of Geometry. 
Bartholomew's Latin Grammar. 
Bartholomew's Latin Gradual. 
Bartholomew's Caesar's Gallic War. 
Duffet's French Method. 
DufTet's French Literature. 
Schuyler's Principles of Logic. 
Andrew's Manual of the Constitu- 
tion. 
Hepburn's English Rhetoric. 
Gow's Morals and Manners. 
Payne's School Supervision. 
Kiddle's How To Teach. 



Etc., Etc., Etc. 



Prices largely reduced, and exceptionally liberal terms on supplies for 
first introduction into schools. 

Price lists and circulars on application. Correspondence is invited. 

VAN ANTWERP, BRAGG & CO., 

Cincinnati - - and - - New York. 

SUCCESSORS TO WILSON, HINKLE & CO. 



P. R. FLITCRAFT, Agent, 
LAWRENCE, - - - KANSAS. 



J. H. BUTLER <& CO., 

PUBLISHERS, 

Philadelphia, - Penn. 

Introduction Price List, for 1878. 

GEOGRAPHIES. 

Introduction. Exchange. List 
Price. 

Mitchell's New Primary Geography $0 50 $0 40 $0 60 

Mitchell's New Intermediate Geography, with map 

drawing 1 00 80 1 30 

Mitchell's New Physical Geography 1 12 85 1 35 

OUTMNE MAPS. 

Mitchell's New Outline Maps, small series 10 00 10 00 

Mitchell's New Outline Maps, large series 20 00 20 00 

MAP DRAWING. 

Mitchell's Hand-Book of Map Drawing 50 40 56 

HISTORIES. 

Goodrich's Child's Pictorial History, U. S 50 40 60 

Goodrich's Large Pictorial History, U. S 1 05 80 1 25 

Butler's New American Pictorial History, U. S 1 00 75 1 15 

ARITHMETIC. 

The New American Arithmetic, Part 1 17 13 19 

The New American Arithmetic, Part II 27 20 30 

The New American Arithmetic, Part III 37 28 42 

The New American Practical Arithmetic, comprising 

Parts II and III 50 40 60 

READING. 

The New American First Reader 13 10 15 

The New American Second Reader 20 15 23 

The New American Third Reader 33 25 37 

The New American Fourth Reader 40 30 45 

The New American Fifth Reader 60 45 68 

The New American Etymological Reader 1 00 65 1 14 

SPELLING. 

The New American Primary Speller 14 10 15 

The New American Pronouncing Speller 20 15 23 

MISCELLANEOUS. 

Sargent's School Etymology 60 45 68 

Scholar's Companion 67 50 72 

Oxford's Junior Speaker 50 56 

Oxford's Senior Speaker 1 00 1 12 

Tenney's Manual of Geology 1 10 84 1 25 

Coppee's Elements of Logic 80 60 90 

Coppee's Elements of Rhetoric 1 00 75 1 15 

Lyons's American Elocutionist 1 00 1 15 

Address orders and correspondence to 

JOHN W. GRIFFIN, 

Leavenworth, Kas, 



HEADQUARTERS MISSOURI VALLEY AGENCY 



FOR 



HARPER & BROS.' EDUCATIONAL PUBLICATIONS, 

Kansas City, Missouri, March 1, 1878. 



Ladies and Gentlemen: We offer you the following books, selected 
from our large and valuable list, as the best perfected, the most elegant and 
popular books published in the United States: 

I.— HARPER'S GEOGRAPHIES. 

Beautiful beyond description; a series in two books. 

Introduction. Exchange. 

Harper's Introductory Geography 45cts 37cts 

Harper's School Geography 94cts 75cts 

II.— SWIKTON'S NEW LANGUAGE SERIES. 

More than a Million copies sold annually. 

Swinton's Language Primer 22cts 18cts 

Swinton's New Language Lessons 28cts 22cts 

Swinton's New School Composition 28cts 22cts 

Swinton's New English Grammar 45cts 35cts 

III.— FRENCH'S ARITHMETICS. 

The State adoption of more than half a dozen States. 

First Lessons in Arithmetic 18cts 16cte 

Elementary Arithmetic 28cts 23cts 

Common-School Arithmetic 50cts 40cts 

IV.— HARPER'S UNITED STATES READERS. 

First Keader 12cts lOcts 

Second Keader 19cts 15cts 

Third Reader 27cts 22cts 

Fourth Reader 42cts 34cts 

Fifth Reader 56cts 45cte 

V.— SPECIAL INSTITUTE BOOKS. 

Potter's Manual of Reading 75cts 

Harper's History of the United States 75cts 

Hooker's Natural History 75cts 

Hooker's Mineralogy and Geology 75cts 

Harper's School Geography (Kansas edition) 85cts 

Dalton's Physiology 75cts 

Swinton's Language Lessons 25cts 

Industrial Drawing Guide 56cts 

Hooker's Entomology 16cts 

Duff's Common-School Book-Keeping .' 35cts 

Nordhoff's Politics for Young Americans 56cts 

Please address, yours truly, 

W. H. V. RAYMOND, 

Kansas City, Mo. 
















. 






• 






















.SK™ 0F CONGRESS 



ATTENTION! ATT 



g 019 739 138 8 



The attention of teachers is respectfully called to the following popular 
Text-Books, and to the introductory and exchange prices annexed, at 
which prices we will supply them to classes or schools when desired for 
first introduction, express charges prepaid by us. 

To teachers connected with the Kansas Normal Institutes, and to others 

who desire them for examination, with a view to introduction, we will send 

specimen . copies by mail, post paid, on receipt of the exchange price, as 

given below. Where no exchange price is given, the introductory price 

will apply : 

Introductory Exchange 
Prices l^j'ii'f"? 

Bryant & Stratton's Common-School Book-Keeping $0.67 $0.50 

Blanks to same, per set of five 65 

Cathcart's Literary Keader (an excellent introduction to 

the study of literature) 96 65 

Dana's Geological Story (unrivalled as an elementary work) 96 65 

Eliot & Storer's Elementary Manual of Chemistry 96 65 

Gray's How Plants Grow (for beginners in the study of 

botany) 67 50 

Gray's School and Field Book of Botany ( for more ad- 
vanced classes) 1.50 1.08 

Gray's Botanist's Microscope, 3-lens (for field use) 2.25 

Hitchcock's Anatomy and Physiology 96 70 

Kerl's Shorter Course in English Grammar 45 35 

Kerl's Composition'and Ehetoric 75 55 

New Graded Reader, No. 1 15 n 

No. 2 24 18 

" No. 3 33 25 

No. 4 42 31 

" No. 5 71 53 

(The above series complete in five books. They are unexcelled in 
point of adaptability to school use by any other series.) 

Robinson's First Book Arithmetic 29 23 

Robinson's Complete Arithmetic 83 63 

(Complete in two books, handsomely bound in cloth.) 

Robinson's Elementary Algebra ( leather) 90 65 

Robinson's Complete Algebra (cloth) 1.20 

Spencerian Copy Books, per dozen 1.12 

Spencerian Copy Books, shorter course, per dozen . 80 

Spencerian Tracing Books, per dozen 80 

Swinton's Speller 15 u 

Swinton's Condensed U. S. History 55 

Swinton's Outlines — World's History 1.20 88 

Swinton's Elementary Geography 07 50 

Swinton's Complete Geography 1.08 80 

Townsend's Shorter Course in Civil Government 60 45 

Webster's Academic Dictionary 1.55 

Full Descriptive or Introductory Catalogues of all our publications will 
be sent upon application. All correspondence with which you may favor 
us will receive prompt and careful attention. 

IVISON, BLAKEMAN, TAYLOR & CO., 

Publishers American Educational Serieg. 
Address : 

JOHN C. ELLIS, General Agent, 

407 North Fourth St., St Louis, Mo 



